Proposal for experimental Approval of ES 101
1. School: School of Liberal Arts
Program: Ethnic Studies
Course Number: ES 101
Course Title: Critical Race Theory
Upper Division Status: This course requires at least two of the listed guidelines.
The pre-requisite for this course would be ES 001, Soc 002, Soc 004, WaGS 001
or permission of instructor. The upper-division nature of this course requires
students to have mastered some lower-division level course (i.e., Soc 2, 4, or
WaGS 1) that address the historical roots of oppression, the social construction of
race, the socio-political conditions underlying today’s multicultural society, the
complex interdependent relationships that develop across ethnicity and to have a
preliminary understanding of privilege, power, and oppression dynamics
operating across social positions (i.e., race, gender, religion, class, able bodieness,
etc).
2. Justification for the course: Critical Race Theory (CRT) is analytical framework
used across the Social Sciences including Law and Education that provides an
essential theoretical lens for Ethnic Studies scholars. Specifically CRT is an
explanatory framework or set of basic perspectives, methods, and pedagogy that
accounts for the role of race and racism across contexts (i.e., Education, Law,
Policy, etc.) and that works toward identifying and challenging racism within
institutional contexts. The goals of the course are: 1. To examine the precursors
to Critical Race Theory. 2. To examine the current status of Critical Race
Theory.
3. To examine the future of Critical Race Theory. 4. To examine the
fundamental concepts, methods, and data used in conducting Critical Race
Studies
5. To continue one's reading, analysis, discussion, research, and writing
in the Critical Race Studies literature. This course fits with the learning goals of
the Ethnic Studies program to: (a) Understand the history and social theories
relevant to a critical understanding of African American, Latino, Native
American, and Asian American/Pacific Islander ethnic groups; and (b) Apply
these theoretical and analytical frameworks to understand an increasingly
complex, multicultural and interdependent world. In addition to supporting
Ethnic Studies learning goals the course will apply for core curriculum
designation under American Diversity. The course also fulfills
multidisciplinary upper division Ethnic Studies minor requirements listed as
Ethnic Groups and Identity and/or Socioeconomic and Inequality.
3. Student Population: The course is open to all students provided they take the
prerequisite lower division course (i.e., ES 001, Soc 002, Soc 004, WaGS 001) or
permission of instructor. Noteworthy is that prerequisite introductory course
(ES 1) has consistently had enrollments between 20 and 32 students. Students
from almost all majors across campus have taken ES 1, ranging from Sociology
and Psychology to Business Administration and Math majors. The Ethnic Studies
program anticipates this class will attract 20-25 students across diverse
disciplines. The class fulfills upper division elective requirements for some
majors (i.e., Sociology and WaGS) and minors (i.e., Ethnic Studies). Also as
previously mentioned the course will apply for core curriculum designation in the
area of “Common Good” and “American Diversity”, which will be attractive to
students across the college.
4. Relationship to Present College Curriculum: There are several introductory
courses across the college that discuss race, racism, racial microaggressions and
oppression but none focus on Critical Race Theory. Central to the Ethnic Studies
curriculum is the study of race and ethnicity, which must include theoretical and
applied frameworks to delve deeply and provide a more complete understanding
of the field. Presently, the Ethnic Studies program does not have one upper
division theory course that centers race and CRT is only marginally introduced in
ES 1(Introduction to Ethnic Studies). The course contributes to the larger mission
of the College and its recent diversity and inclusion initiatives by building student
competency in this area. It helps to fill a missing theoretical gap that centers race
in the college curriculum. In this respect, the course will also apply for core
curriculum designation under “American Diversity” and “Common Good”.
5.
Any extraordinary implementation costs: None. There are no special
equipment needs or unusual classroom requirements associated with this course.
6. Library Resources: See attached
7. Course Credit and grading options: ES 101 is designed as a lecture/discussion
course. Students who complete the course will receive 1 course credit. Students
will meet in class for 3 hours, 15 minutes per week throughout an academic
semester. There will be a minimum of two hours of student work expected outside
of class for every hour of in-class instruction.
8. Pre-requisites: ES 001, Soc 002, Soc 004, WaGS 001 or permission of
instructor.
9. Course description working for appropriate College Catalog: This course
engages Critical Race Theory (CRT) as an explanatory theoretical framework,
method, and pedagogy for analyzing race and racism in the U.S. and that works
toward identifying and challenging racism within institutional contexts
10. Course Content: See attached syllabus
11. Review of Experimental Offering: N/A This course has not yet been offered as
an experimental course.
Critical Race Theory (CRT)
Ethnic Studies101
DRAFT
Professor: David Quijada
Email: david.quijada2@stmarys-ca.edu
Phone: 925 631-4898
Office: Filippi Academic Hall 240-12
Office Hours:
Course Description and Learning Objectives
This course discusses Critical Race Theory (CRT) as an analytical framework that is used across
the Social Sciences, Law and Education. Specifically the course will engage CRT as an
explanatory framework or set of basic perspectives, methods, and pedagogy that accounts for the
role of race and racism across contexts (i.e., Education, Law, Policy, etc.) and that works toward
identifying and challenging racism within institutional contexts. The learning goals of the course
are: 1. To examine the precursors to Critical Race Theory. 2. To examine the current status of
Critical Race Theory
3. To examine the future of Critical Race Theory 4. To examine the
fundamental concepts, methods, and data used in conducting Critical Race Studies
5. To
continue one's reading, analysis, discussion, research, and writing in the Critical Race Studies
literature.
Possible Readings
Bell, D. (1992). Faces at the Bottom of the Well: The Permanence of Racism. New York: Basic
Books.
Delgado, R., & Stefancic, J. (2012). Critical Race Theory: An introduction. New York: New
York University Press.
Yosso, T. (2006). Critical Race Counterstories Along the Chicana/o Educational Pipeline. New
York: Routledge.
Martin, J. L. (2015) (Ed). Racial Battle Fatigue: Insights from the Front Lines of Social Justice
Advocacy. Santa Barbara: Praeger
Or
Michelle Alexander (2010). The New Jim Crow: Mass Incarceration in the Age of
Colorblindness. New York: The New Press.
Course Requirements and Description of Assignments
A guidelines sheet for each assignment will be made available during the semester. All
assignments must be double spaced and typed.
1. Attendance/Participation (50 points, unexcused absence is -5 points): It is essential to
attend class regularly and remain in class for the entire period. Your active participation and
contribution towards class discussion and activities is important to your success and that of
others. Come to class prepared to discuss weekly assigned readings. The material discussed in
class is supplemental to the required readings and it is your responsibility to obtain this
information if you miss class. There will also be group discussions and in-class activities that
cannot be made up. Your grade will be reduced if you miss more than one class. As part of
your participation (unless otherwise stated) you will be responsible for developing a burning
question and bringing a sign or symbol that engage the week’s readings. On select weeks,
students will be asked to select a chapter to map and discuss (see Debriefing/Mapping CRT).
2. Burning Question (50 points) Unless otherwise stated, each day student’s will generate a
burning question and will post this assignment on moodle before class begins. This
assignment asks that you: (i.) Ask a question from the days reading that can stimulate
discussion; (ii.) Identify a quote from the text that helps contextualize your question (cite
page number); and (iii.) Bring it close to home: briefly explain your question and connect
your question to either your life, or a previous class discussion (1-2 paragraphs).
3.
Accounting for Race (25 points) Each week, 2-3 students will identify a contemporary
event that impacts race in the United States. The group will debrief the issue, cite a source to
reference the event and pose questions to discuss how CRT would analyze the event. Each
member of the group will write a 1-page description of the event that includes: a citation;
questions; a preliminary analysis of the issue using CRT.
4. Debriefing/Mapping CRT, 1x (see participation/attendance points): On select weeks,
students will organize themselves into groups and identify a question or concern from the
week’s reading. Students will facilitate discussion that debrief their concerns by creating a
cultural map of meaning that illustrates, performs and/or speaks to the contours of the
debates. Their map can cut across all, some or one reading. Your map can experiment with
visuals (i.e., photography, sketch, collage, graffiti, etc.) but should also include key words,
phrases and direct quotes. The idea is to visually represent and map out readings and to use
your map as a “constructed talking tool” to discuss terms, concepts, and debates reflected in
the readings. Each map should also include a legend that illustrates how to “read” the map.
The purpose of this assignment is to grapple with issues raised in the readings by mapping the
issue, arguments, questions and concerns and to have students (those not presenting) edit and
extend the maps of meaning. Students who present maps will also be asked to write and turn
in a 1-2 page legend or outline that summarizes their map, questions and concerns (Students
must consult with the professor prior to facilitating discussion).
5. Race Logs (see final assignment for points) During the semester, students will document
their (in)direct experiences with race and racism. Race logs are daily short entries of how
“race” is seen, heard, experienced and/or constructed in our everyday lives. Race logs
include: (i.) time and date; (ii.) location; (iii.) description of incident. If no incident is
experienced on a specific date than students should list the date and type N/A (not
applicable). Race Logs will be analyzed using CRT for final products and “critical reflective
analysis paper”.
6. "Reflecting Upon/Accessing race in my life, 3-5 pages, (50 points): This paper narrates
your experience with race and ethnicity by critically interrogating how race, class, gender and
sexuality intersect: in your everyday world; influence your socialization; and emerge in your
family history. Begin by asking the following questions: How do I access and discuss race,
ethnicity and social positions? What memories and assumptions define, compete and
challenge my understanding of race, ethnicity, power and privilege? How do I grapple with
shifting contradictory social positions and how does it complicate my relationships across
groups? The task is to use CRT to analyze your experiences with race?
7. Critical Reflective Analysis of Race Logs 3-5 pages, (50 points): This is not a summary of
your race logs but rather an investigation of race in the data you have collected throughout
the semester. Using the five tenants of CRT what claims can you make about race and racism
operating in your race log? What implications does this have for understanding race in the
U.S.? How does your analysis speak back to and inform your role as ally? Use course
readings to expand your analysis of race and racism operating in your race log.
8. Final Product (100 points): The final assignment is a creative product you create that
responds to your Race Logs and that discusses CRT. A creative product can be a blog, art,
sketch, collage, film, digital story, poem, slam book, zine, comic, toy, game, etc., etc., etc.
The assignment must include: (i.). Creative title; (ii.) Cover page that explains what is the
product and why you chose this product. (iii.). The actual creative product. (iv.). Your race
log with a summary that describes how race is being used to categorize and frame people
(v.). Brief Analysis of project that explains how your product (in)forms Ethnic Studies and
your race log. Please note: final products and presentations will be recorded via I-pad
technology (Students do not need to have an I-pad. The professor will supply a I pad).
Grading: Your final grade is based on a total of 325 points. (A = 95%; A- = 90-94%; B+ = 8789%; B = 84-86%; B- = 80-83%; C + = 77 -79%; C = 74-76; C- = 70-73; etc.)
Course Policies:
Academic Misconduct:
Saint Mary’s College expects every member of its community to abide by the Academic Honor
Code. According to the Code, “Academic dishonesty is a serious violation of College policy
because, among other things, it undermines the bonds of trust and honesty between members of
the community.” Violations of the Code include but are not limited to acts plagiarism. For more
information, please consult the Student Handbook at http://www.stmarys-ca.edu/your-safetyresources/student-handbook. Always remember to acknowledge any words or ideas which are not
your own. When in doubt how to reference your sources of information please ask. This means
doing your own work, in your own words and using proper citation of work by others (both ideas
and direct quotes). Violations of the Honor Code will be submitted to the Academic Honor
Council on campus. The following websites might also be of assistance when thinking of
plagiarism and citation: http://www.wisc.edu/writing/Handbook/QuotingSources.html,
http://www.umuc.edu/ugp/ewp_writingcenter/modules/plagiarism/guidelines.html(quiz),
http://education.indiana.edu/%7Efrick/plagiarism/item1.html(quiz)
Course Content and Conduct:
You may disagree with the content of this class. Please review the syllabus carefully to see if the
course is one that you are committed to taking. This class incorporates social and political issues
that intersect with race, class, gender, and sexual orientation. Although class discussions,
readings, films, lectures, course content and subject may disagree with your personal position and
“everyday” understandings --this should not prevent yourself or the entire class from critically
engaging with new ideas and from asking questions. Diverse opinions, that blend experiences
with academic scholarship and research are important and will be respected. The entire class will
take responsibility for discussing, listening, and respecting each other’s contributions. Please
avoid personal insults when disagreeing with others and turn the ringer off on cell phones.
Student Disability Services
Student Disability Services extends reasonable and appropriate accommodations that take into
account the context of the course and its essential elements for individuals with qualifying
disabilities. Students with disabilities are encouraged to contact the Student Disability Services
Office at (925) 631-4358 to set up a confidential appointment to discuss accommodation
guidelines and available services. Additional information regarding the services available may be
found at the following address on the Saint Mary’s website: http://www.stmarys-ca.edu/sds
Late/ Incomplete Assignments:
Assignments need to be turned in on time and must be complete. Partially completed assignments
will not be accepted. Only in emergency cases will late assignments be accepted and this should
be discussed with the instructor prior to due dates.
Course Schedule:
The following course schedule is subject to change during the semester.
Week 1: Introducing CRT, who we are, what the course is, asking questions
Week 2: History of Race in the U.S.
Required Readings: Mathew Desmond & Mustafa Emirbayer (2010) Racial Domination, Racial
Progress: The Sociology of Race in America, Chapter 1; Ronald Takaki (2008). A Different
Mirror: A History of Multicultural America, Chapter 1-3
Week 3: Precursors to CRT
Required Readings: Delgado R., & Stefancic, J. (2001), Ch. 1; Barrera, M. (1979). “A Theory of
Racial Inequality.” In M. Barrera, Race and Class in the Southwest. South Bend, IN: University
of Notre Dame Press; Gutierrez, R. (2004). "Internal Colonialism: An American Theory of Race."
Du Bois Review, 1, 281-295; Ladson-Billings, G. (2011). “Race . . . to the Top, Again:
Comments on the Genealogy of Critical Race Theory.” Connecticut Law Review, 43, 1439-1457;
Solorzano, D. (1989
Week 4: Introduction to CRT
Required Readings: Bell, D. (1992), Introduction, Ch. 1, 2, 3 & 4; Delgado R., & Stefancic, J.
(2001), Ch. 2;
Week 5: Critical Race Methodology
Required Readings: Bell, D. (1992), Ch. 4, 5, 6, 7, 8, 9
Week 6: Critical Race Methodology (continued)
Required Readings: Epilogue; Delgado R., & Stefancic, J. (2001), Ch. 3, 4, 5 & 6; Yosso, T.
(2006), Ch. 1;
Week 7: CRT and Resistance
Required Readings: Delgado R., & Stefancic, J. (2001), Ch. 7 & 8; Giroux, H. (1983). "Theories
of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis."
Harvard Educational Review, 53, 257-293; Solorzano, D., & Delgado Bernal, D. (2001).
“Examining Transformational Resistance Through a Critical Race and LatCrit Theory
Framework: Chicana and Chicano Students in an Urban Context.” Urban Education, 36, 308-342.
Week 8: Easter Recess
Week 9: CRT and Resistance (continued)
Required Readings: Covarrubias, A., & Revilla, A. (2003). “Agencies of Transformational
Resistance: Dismantling Injustice at the Intersection of Race, Class, Gender, and Sexuality
Through LatCrit Praxis.” Florida Law Review, 55, 459-477; hooks, b. (1990). "Marginality as a
Site of Resistance." In R. Ferguson, M. Gever, T. Minh-ha & C. West, Out There:
Marginalization and Contemporary Cultures (pp. 341-343). Cambridge, MA: MIT Press;
McGrew, K. (2011). “A Review of Class-Based Theories of Student Resistance in Education:
Mapping the Origins and Influence of Learning to Labor by Paul Willis.” Review of Educational
Research, 81, 234–266; Perez Huber, L., Benavides, C., Malagon, M., Velez, V., & Solorzano, D.
(2008). “Getting Beyond the ‘Symptom,’ Acknowledging the ‘Disease’: Theorizing Racist
Nativism.” Contemporary Justice Review, 11, 39-51; Sleeter, C. (1989). "Multicultural Education
as a Form of Resistance to Oppression." Journal of Education, 171, 51-71.
Week 10: CRT and Racial Micoaraggressions, Part I
Required Readings: Solorzano, D. (1998). "Critical Race Theory, Racial and Gender
Microaggressions, and the Experiences of Chicana and Chicano Scholars." International Journal
of Qualitative Studies in Education 11, 121-136; Solorzano, D., Ceja, M., & Yosso, T. (2000).
“Critical Race Theory, Racial Microaggressions and Campus Racial Climate: The Experiences of
African American College Students.” Journal of Negro Education, 69, 60-73); Yosso, T., Ceja,
M., Smith, W., & Solorzano, D. (2009). “Critical Race Theory, Racial Microaggressions, and
Campus Racial Climate For Latina/o Undergraduates.” Harvard Educational Review, 79, 659690.
Week 11: CRT and Racial Micoaraggressions, Part II
Required Readings: hooks, b. (1990). "Marginality as a Site of Resistance." In R. Ferguson, M.
Gever, T. Minh-ha & C. West, Out There: Marginalization and Contemporary Cultures (pp. 341343). Cambridge, MA: MIT Press; Perez Huber. (2011). “Discourses of Racist Nativism in
California Public Education: English Dominance as Racist Nativist Microaggressions.”
Educational Studies, 47, 379–401; Roy, L., & Roxas, K. (2011). “Whose Deficit is this Anyhow?
Exploring Counter-Stories of Somali Bantu Refugees’ Experiences in ‘Doing School’.” Harvard
Educational Review, 81, 521-541; Solorzano, D., & Villalpando, O. (1998). "Critical Race
Theory, Marginality, and the Experience of Minority Students in Higher Education." In C. Torres
& T. Mitchell, (Eds.), Emerging Issues in the Sociology of Education: Comparative Perspectives
(pp. 211-224). New York: SUNY Press; Sue, D. (2010). Microaggressions in Everyday Life:
Race, Gender, and Sexual Orientation. New York: Wiley; Sue, D. (2010). Microaggressions and
Marginality: Manifestation, Dynamics, and Impact. New York: Wiley.
Week 12: CRT and Community Cultural Wealth
Required Readings: Textbooks: Yosso, T. (2006), Ch. 2, 3, 4, 5
Week 13: Critical Race Pedagogy
Required Readings: Acuna, R. (2009). “On Pedagogy.” Harvard Latino Law Review, 12, 7-13;
Delgado Bernal, D. (2001). “Learning and Living Pedagogies of the Home: The Mestiza
Consciousness of Chicana Students.” Qualitative Studies in Education, 14, 623-639; Lynn, M.
(1999). “Toward a Critical Race Pedagogy: A Research Note.” Urban Education, 33, 606-626;
Solorzano, D. (1989). "Teaching and Social Change: Reflections on a Freirean Approach in a
College Classroom." Teaching Sociology, 17, 218-225;
Week 14: Production Stages
Recaps, Products, Presentations/ Performances
Required Readings: Solorzano, D., & Yosso, T. (2001). "Maintaining Social Justice Hopes within
Academic Realities: A Freirean Approach to Critical Race/LatCrit Pedagogy." Denver University
Law Review, 78, 595-621; Smith-Maddox, R., & Solorzano, D. (2002). “Using Critical Race
Theory, Freire Problem Posing Method, and Case Study Research to Confront Race and Racism
in Education.” Qualitative Inquiry, 8, 66-84.
Week 15: Final Exams
* Final Product will be discussed and is due